“For me, the child is a veritable image of becoming, of possibility, poised to reach towards what is not yet, towards a growing that cannot be predetermined or prescribed. I see her and I fill the space with others like her, risking, straining, wanting to find out, to ask their own questions, to experience a world that is shared.” – Maxine Greene (1987 Commencement address, Bank Street College)
I’ve been drawn to the work of Maxine Greene throughout my life working in education ecosystems – perhaps originally because I was a teacher in the arts but, ultimately, because I’m drawn to her complete devotion to learning as a process that should not be tamed by prescriptive processes, rote inputs, or formulaic outputs. And perhaps it is exactly that word of ‘process’ that I’m drawn to most frequently in my work. That we, as people, can (and likely should) always be in a process of becoming something other than we are now.
Empathy and Equity in the Age of AI
The Human Intelligence Movement deeply resonates with my history of working in community engagement and justice-oriented education as represented in its commitment to cultivating framings and strategies that celebrate human creativity, empathy, and the very human trait of being in community with others. It embodies the essential vision of inclusive and equitable learning environments, where every student is nurtured to develop their unique capabilities and contribute meaningfully to a world increasingly shaped by and mediated through AI systems. The movement’s emphasis on democratizing education ensures that all students, regardless of their background, have the opportunity to thrive and lead with humanity.
In the spirit of aesthetic education, the Human Intelligence Movement embodies the essence of critical pedagogy by fostering an educational experience that empowers students to question, analyze, and transform their surroundings. By prioritizing human-centered skills, this movement nurtures students’ innate capacities transcending traditional education models by cultivating individuals who are not only skilled but also deeply connected to their communities and driven by a sense of purpose and equity.
What is Not Yet
In my years of working with educators and students in both formal and informal learning spaces, the most impactful moments I’ve seen have been bearing witness to the generative conversations where both parties have been left changed. We are not simply brains that walk around. We are complex, embodied, community-building humans and we need systems for educators and learners of all ages that are better equipped to foster these deep capacities for growth and development. I’m mindful that this perhaps sounds lofty. But it is also a deeply human capacity that we are able to dream, to challenge, and change things for the better. I’m hopeful that you’ll also consider “reaching towards what is not yet” with us.
Post written by Jordan Mroziak